Throughout this project-based lesson “How to build a better catapult,” students will have built a small scale model of a catapult and a large scale catapult. While students are utilizing the scientific method in their designs and tests, students should use mathematical data such as the distance they can launch an object as part of the decision making process on what makes a “good catapult.” Once this data is collected, they should then formulate to why their catapult is best by utilizing data, more precisely measures of central tendency and measures of variation. They will choose which measurement they want to portray to show their catapult is better for their commercial.
PROJECT DESIGN: STUDENT LEARNING GUIDE
Project: How to build a better catapult
Driving Question: How can we build the best catapult?
Final Product(s)
Learning Outcomes/Targets
Checkpoints/Formative Assessments
Instructional Strategies for All Learners
Group:
Measures of Central Tendency and Box-and-Whisker Plot for the age of presidents at inauguration
Individual:
Exit activity
CC.2.1.HS.F.3 Apply quantitative reasoning to choose and interpret units and scales in formulas, graphs, and data displays
CC.2.4.HS.B.1 Summarize, represent, and interpret data on a single count or measurement variable. CC.2.4.HS.B.5 Make inferences and justify conclusions based on sample surveys, experiments, and observational studies.
As students are working in small groups, the facilitating piece will also monitor students’ progress and learning. The whole class discussion will allow for students to conceptualize the meaning behind the data to ensure how data can be used to draw conclusions about a population. An exit activity will be completed by all students they will be given a small sample of data and will be asked to complete a similar skill set as done in the activity regarding the presidents age at inauguration.
Since most students by the time the reach algebra 1 have studied measures of central tendency, a review activity on calculating the various methods will occur using data obtained from an online source, such as the age of presidents at inauguration. A worksheet would be provided asking groups to calculate the mean, median, and mode for the measurement of age. As the groups are working on the calculations, I will facilitate the learning by aiding them develop a box-and-whisker plot using the same data, the instructions for creating one will be present on the worksheet. This will allow them to try it on their own and allow me to guide them in the correct direction. Once the groups are complete with the activity, we will discuss the results by making inferences and conclusions based on our data as a whole class. At the end of the class, to check for understanding and learning and exit activity will be completed by given them a small sample of data and asking the students to complete a similar skill set as done in the activity.
How to build a better catapult
How can we build the best catapult?
Measures of Central Tendency and Box-and-Whisker Plot for the age of presidents at inauguration
Individual:
Exit activity
CC.2.4.HS.B.1 Summarize, represent, and interpret data on a single count or measurement variable.
CC.2.4.HS.B.5 Make inferences and justify conclusions based on sample surveys, experiments, and observational studies.
The whole class discussion will allow for students to conceptualize the meaning behind the data to ensure how data can be used to draw conclusions about a population.
An exit activity will be completed by all students they will be given a small sample of data and will be asked to complete a similar skill set as done in the activity regarding the presidents age at inauguration.